Tutor Group Quotes

Adrian never recovered after the loss of his dear friend. I am not sure if he has any family, he never talks about parents, brothers or sisters; it looks as if his dead friend was the only guy that ever cared for him. Eventually Adrian found us, a bunch of misfits, lonely teens, each with our sad lives, and we all hung out together, because Adrian kept us together, gave us a purpose and it made us feel like we’re a family. I’m the “baby” of the group, the little guy that always has to be protected; they tutor me, feed me, and rarely let me go on “missions”, obviously. When I get sick I have to be taken care; when I get injured, they have to fix me. I feel like I have five big brothers, and, even though I miss a mother and a father, I am not alone in this world.

Come on, Gray,” another sailor called. “Just one toast.” Miss Turner raised her eyebrows and leaned into him. “Come on, Mr. Grayson. Just one little toast,” she taunted, in the breathy, seductive voice of a harlot. It was a voice his body knew well, and vital parts of him were quickly forming a response. Siren. “Very well.” He lifted his mug and his voice, all the while staring into her wide, glassy eyes. “To the most beautiful lady in the world, and the only woman in my life.” The little minx caught her breath. Gray relished the tense silence, allowing a broad grin to spread across his face. “To my sister, Isabel.” Her eyes narrowed to slits. The men groaned. “You’re no fun anymore, Gray,” O’Shea grumbled. “No, I’m not. I’ve gone respectable.” He tugged on Miss Turner’s elbow. “And good little governesses need to be in bed.” “Not so fast, if you please.” She jerked away from him and turned to face the assembled crew. “I haven’t made my toast yet. We ladies have our sweethearts too, you know.” Bawdy murmurs chased one another until a ripple of laughter caught them up. Gray stepped back, lifting his own mug to his lips. If the girl was determined to humiliate herself, who was he to stop her? Who was he, indeed? Swaying a little in her boots, she raised her tankard. “To Gervais. My only sweetheart, mon cher petit lapin.” My dear little rabbit? Gray sputtered into his rum. What a fanciful imagination the chit had. “My French painting master,” she continued, slurring her words, “and my tutor in the art of passion.” The men whooped and whistled. Gray plunked his mug on the crate and strode to her side. “All right, Miss Turner. Very amusing. That’s enough joking for one evening.” “Who’s joking?” she asked, lowering her mug to her lips and eyeing him saucily over the rim. “He loved me. Desperately.” “The French do everything desperately,” he muttered, beginning to feel a bit desperate himself. He knew she was spinning naïve schoolgirl tales, but the others didn’t. The mood of the whole group had altered, from one of good-natured merriment to one of lust-tinged anticipation. These were sailors, after all. Lonely, rummed-up, woman-starved, desperate men. And to an innocent girl, they could prove more dangerous than sharks. “He couldn’t have loved you too much, could he?” Gray grabbed her arm again. “He seems to have let you go.” “I suppose he did.” She sniffed, then flashed a coquettish smile at the men. “I suppose that means I need a new sweetheart.” That was it. This little scene was at its end. Gray crouched, grasping his wayward governess around the thighs, and then straightened his legs, tossing her over one shoulder. She let out a shriek, and he felt the dregs of her rum spill down the back of his coat. “Put me down, you brute!” She squirmed and pounded his back with her fists. Gray bound her legs to his chest with one arm and gave her a pat on that well-padded rump with the other. “Well, then,” he announced to the group, forcing a roguish grin, “we’ll be off to bed.” Cheers and coarse laughter followed them as Gray toted his wriggling quarry down the companionway stairs and into the ladies’ cabin. With another light smack to her bum that she probably couldn’t even feel through all those skirts and petticoats, Gray slid her from his shoulder and dropped her on her feet. She wobbled backward, and he caught her arm, reversing her momentum. Now she tripped toward him, flinging her arms around his neck and sagging against his chest. Gray just stood there, arms dangling at his sides. Oh, bloody hell.

The last encounter was one Ian enjoyed, because Elizabeth was with him after they’d had their second-and last permissible-dance. Viscount Mondevale had approached them with Valerie hanging on his arm, and the rest of their group fanned around them. The sight of the young woman who’d caused them both so much pain evoked almost as much ire in Ian as the sight of Mondevale watching Elizabeth like a lovelorn swain. “Mondevale,” Ian had said curtly, feeling the tension in Elizabeth’s fingers when she looked at Valerie, “I applaud your taste. I’m certain Miss Jamison will make you a fine wife, if you ever get up the spine to ask her. If you do, however, take my advice, and hire her a tutor, because she can’t write and she can’t spell.” Transferring his blistering gaze to the gaping young woman, Ian clipped, “’Greenhouse’ has a ‘u’ in it. Shall I spell ‘malice’ for you as well?” “Ian,” Elizabeth chided gently as they walked away. “It doesn’t matter anymore.” She looked up at him and smiled, and Ian grinned back at her. Suddenly he felt completely in harmony with the world. The feeling was so lasting that he managed to endure the remaining three weeks-with all the requisite social and courtship rituals and betrothal formalities-with equanimity while he mentally marked off each day before he could make her his and join his starving body with hers. With a polite smile on his face Ian appeared at teas and mentally composed letters to his secretary; he sat through the opera and slowly undressed her in his mind; he endured eleven Venetian breakfasts where he mentally designed an entirely new kind of mast for his fleet of ships; he escorted her to eighteen balls and politely refrained from acting our his recurring fantasy of dismembering the fops who clustered around her, eyeing her lush curves and mouthing platitudes to her. It was the longest three weeks of his life. It was the shortest three weeks of hers.

Reader's Digest (Reader's Digest USA) - Clip This Article on Location 56 | Added on Friday, May 16, 2014 12:06:55 AM Words of Lasting Interest Looking Out for The Lonely One teacher’s strategy to stop violence at its root BY GLENNON DOYLE MELTON  FROM MOMASTERY.COM PHOTOGRAPH BY DAN WINTERS A few weeks ago, I went into my son Chase’s class for tutoring. I’d e-mailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math—but I’m not sure I believe him. Help, please.” She e-mailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth-grade classroom while Chase’s teacher sat behind me, using a soothing voice to try to help me understand the “new way we teach long division.” Luckily for me, I didn’t have to unlearn much because I’d never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but I could tell that Chase’s teacher liked me anyway. She used to work with NASA, so obviously we have a whole lot in common. Afterward, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are not the most important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger community—and we discussed our mutual dream that those communities might be made up of individuals who are kind and brave above all. And then she told me this. Every Friday afternoon, she asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student who they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her. And every single Friday afternoon, after the students go home, she takes out those slips of paper, places them in front of her, and studies them. She looks for patterns. Who is not getting requested by anyone else? Who can’t think of anyone to request? Who never gets noticed enough to be nominated? Who had a million friends last week and none this week? You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down—right away—who’s being bullied and who is doing the bullying. As a teacher, parent, and lover of all children, I think this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold—the gold being those children who need a little help, who need adults to step in and teach them how to make friends, how to ask others to play, how to join a group, or how to share their gifts. And it’s a bully deterrent because every teacher knows that bullying usually happens outside her eyeshot and that often kids being bullied are too intimidated to share. But, as she said, the truth comes out on those safe, private, little sheets of paper. As Chase’s teacher explained this simple, ingenious idea, I stared at her with my mouth hanging open. “How long have you been using this system?” I said. Ever since Columbine, she said. Every single Friday afternoon since Columbine. Good Lord. This brilliant woman watched Columbine knowing that all violence begins with disconnection. All

The students from the literary section had three written tests: Romanian, French and Latin; the scientific section needed math instead of Latin. Most of us had private tutoring in French and Latin for a few months before the matura. About a third of the candidates failed the written exam. The ones who succeeded took the orals. They were held in a large auditorium, at a high school and were open to the public. Five candidates faced a committee of eight teachers; the head of the committee was a university professor. None of the teachers were from our town. The orals took four to five hours, one group in the morning, another in the afternoon. The results were announced daily, late in the evening.

Adaptogens: Herbs for Strength, Stamina, and Stress Relief by David Winston and Steven Maimes An in-depth discussion of adaptogens with detailed monographs for many adaptogenic, nervine, and nootropic herbs. Adaptogens in Medical Herbalism: Elite Herbs and Natural Compounds for Mastering Stress, Aging, and Chronic Disease by Donald R. Yance A scientifically based herbal and nutritional program to master stress, improve energy, prevent degenerative disease, and age gracefully. Alchemy of Herbs: Transform Everyday Ingredients into Foods and Remedies That Heal by Rosalee de la Forêt This book offers an introduction to herbal energetics for the beginner, plus a host of delicious and simple recipes for incorporating medicinal plants into meals. Rosalee shares short chapters on a range of herbs, highlighting scientific research on each plant. The Business of Botanicals: Exploring the Healing Promise of Plant Medicines in a Global Industry by Ann Armbrecht Forbes In a world awash with herbal books, this is a much-needed reference, central to the future of plant medicine itself. Ann weaves a complex tapestry through the story threads of the herbal industry: growers, gatherers, importers, herbalists, and change-making business owners and non-profits. As interest in botanical medicine surges and the world’s population grows, medicinal plant sustainability is paramount. A must-read for any herbalist. The Complete Herbal Tutor: The Ideal Companion for Study and Practice by Anne McIntyre Provides extensive herbal profiles and materia medica; offers remedy suggestions by condition and organ system. This is a great reference guide for the beginner to intermediate student. Foundational Herbcraft by jim mcdonald jim mcdonald has a gift for explaining energetics in a down-to-earth and engaging way, and this 200-page PDF is a compilation of his writings on the topic. jim’s categorization of herbal actions into several groups (foundational actions, primary actions, and secondary actions) adds clarity and depth to the discussion. Access the printable PDF and learn more about jim’s work here. The Gift of Healing Herbs: Plant Medicines and Home Remedies for a Vibrantly Healthy Life by Robin Rose Bennett A beautiful tour of some of our most healing herbs, written in lovely prose. Full of anecdotes, recipes, and simple rituals for connecting with plants. Herbal Healing for Women: Simple Home Remedies for All Ages by Rosemary Gladstar Thorough and engaging materia medica. This was the only book Juliet brought with her on a three-month trip to Central America and she never tired of its pages. Information is very accessible with a lot of recipes and formulas. Herbal Recipes for Vibrant Health: 175 Teas, Tonics, Oils, Salves, Tinctures, and Other Natural Remedies for the Entire Family by Rosemary Gladstar Great beginner reference and recipe treasury written by the herbal fairy godmother herself. The Modern Herbal by Maude Grieve This classic text was first published in 1931 and contains medicinal, culinary, cosmetic, and economic properties, plus cultivation and folklore of herbs. Available for free online.

After I outgrew the cannabis retail counter and moved on to tutoring individuals and groups, I found I was getting the same basic questions over and over again. Even having casual conversations with people in passing, I found they were eager for more information on the subject and I could see that they truly understood what I was telling them. I honestly believe that this is because my approach on the topic was put into good ole plain English that everyone could comprehend.

Teaching is a surprisingly powerful method of learning. In a meta-analysis of 16 studies, students who were randomly assigned to tutor their peers ended up earning higher scores in the material they were teaching. Students who taught reading improved in reading; those who taught math got dramatically better at math. The more time they spent tutoring, the more they learned. As one group of researchers concluded, “Like the children they helped, the tutors gained a better understanding of and developed more positive attitudes toward the subject matter covered in the tutorial program.” [*]

The veterans would spend so much time tutoring the novices that they would lose track of their work. And by the time the new hires learned enough really to help, the group would have missed the deadline anyway. “For the same reason,” Perazzoli said, “your wife’s not going to have a baby in three months if you give her two more people.” Even

It's an established fact that the very few naturally gifted "born teachers" are enormously more effective than the great mass of those in the teaching profession who teach with care and attention and even with good new ideas, but without the charisma and the flair that distinguish the best teachers as well as the best actors. In my ideal school of the future, children would assemble each afternoon for sports, music, and club activities that require group interaction. The mornings would be reserved for individual study, probably at home. The child would be in a private room in one-on-one interaction with a "tutor," the realistic, holographic presentation of an actual human being, one of the rare, inspiring, one-in-a-thousand superbly gifted teachers. Brief lectures, personally directed to the student, with lots of eye contact, would be aided by all possible tricks of costuming and special effects, but those lectures would have been staged as carefully as a dramatic movie

In School of One, students have daily "playlists" of their learning tasks that are attuned to each student's learning needs, based on that student's readiness and learning style. For example, Julia is way ahead of grade level in math and learns best in small groups, so her playlist might include three or four videos matched to her aptitude level, a thirty-minute one-on-one tutoring session with her teacher, and a small group activity in which she works on a math puzzle with three peers at similar aptitude levels. There are assessments built into each activity so that data can be fed back to the teacher to choose appropriate tasks for the next playlist.

The most somber group of all, however, were the Ryersons of Haverford, Pennsylvania, who were returning home for the funeral of their twenty-one-year-old son, Arthur, a Yale student who been thrown from an open car while motoring on the Easter weekend. The family had received word by telegram in Paris, and Arthur Ryerson Sr. had cabled back to arrange his son’s funeral for April 19, two days after the Titanic was to arrive. His wife, Emily, was being given comfort by two of her daughters, Suzette, aged twenty-one, and Emily, aged eighteen, while thirteen-year-old Jack Ryerson was tended by his tutor, Grace Bowen. The Ryersons were part of Philadelphia Main Line society, named for the fashionable suburban towns built along the Main Line of the Pennsylvania Railroad and a group that would be well represented on the Titanic’s first-class passenger list.

Andy remained seated. I chirped, “Sir, please tell me the reason for your visit. My guardian is fully aware of your proposal.” Struck by my candidness, Ozwalt stammered, “Very well, I will tell you the reason I’m here,” he raised his voice in displeasure. “Your counterproposal is deplorable!” My lover remarked aggressively, “What’s deplorable about Young wishing to be kept in the style he is accustomed to?” The Englishman exclaimed, “He’s not even of age to drive, and he wants a Lamborghini or a Ferrari? What is he thinking?!” “You offered him a city car,” my Valet countered. “He has every right to ask for what he desires.” The man repudiated defensively, “I offered him a city car upon his coming of age to drive, not before!” He was seething with anger. “Atop this, he demands a luxury penthouse in Mayfair or Park Lane, not to mention the live-in personal tutor! Is he insane? Most adults wouldn’t be able to afford a luxury flat and experienced educator, let alone an adolescent who is barely out of his teens.” “Sir, if you do not have the financial capabilities to accommodate the boy’s expectations, there are others who are perfectly capable of doing so,” my chaperone asserted. “Andy! Are you telling me that the lad has other well-endowed suitors willing to pay for such frivolousness?” My lover and I sniggered at the Englishman’s comment, but we managed to suppress our mirth. My guardian answered solemnly, “That, Sir, is none of your concern. I presume you’re here to discuss Young’s counterproposal, not the proposals of his other suitors.” He was taken aback by my mentor’s forthrightness. He raised his voice in retaliation. “I’m here to talk to Young. I would like Young to speak for himself.” I spoke unrelentingly, “I have asked Andy to negotiate on my behalf. I have heard everything he has said and challenge none of it. If my terms are not met, I’m afraid our arrangement is over. There is no further need for discussion.” By now, Ozwalt was on fire. He waved his fist at me and shouted, “You rapacious whore! You’re nothing but a self-indulgent sybaritic slut from a third-world country!” Before he could continue lambasting me with further insults, Wilhem entered. “What’s going on here?” my big-brother questioned. Mossey resumed berating my integrity, calling me a barrage of repugnant names while my chaperones carted him off the campus grounds to his waiting chauffeur and Bentley. Groups of students stood gaping at the wild man, speculating about the nature of the ruckus they were witnessing.

Teaching is a surprisingly powerful method of learning. In a meta-analysis of 16 studies, students who were randomly assigned to tutor their peers7 ended up earning higher scores in the material they were teaching. Students who taught reading improved in reading; those who taught math got dramatically better at math. The more time they spent tutoring, the more they learned. As one group of researchers concluded, “Like the children they helped, the tutors gained a better understanding of and developed more positive attitudes toward the subject matter covered in the tutorial program.”8,fn2 Psychologists call this the tutor effect.9 It’s even effective for novices: the best way to learn something is to teach it. You remember it better after you recall it10—and you understand it better after you explain it. All it takes is embracing the discomfort of putting yourself in the instructor’s seat before you’ve reached mastery. Even just being told you’re going to teach11 something is enough to boost your learning.